Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Writing Integration:
Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Physical Science -- Atomic Theory and History
SCoS Objectives:
5.01
Develop an understanding of how scientific processes have led to the current atomic theory. Dalton’s atomic theory J. J. Thomson’s model of the atom Rutherford’s gold foil experiment Bohr’s planetary model Electron cloud model
5.02
Examine the nature of atomic structure: Isotopes.
Pedagogical Theories
Structured cooperative learning improves students' understanding of content while students imporve their teamwork and communication skills. Dialogue looping (Haller et. al) allows students to discuss what they are learning, how they are learning, and question what they don't understand. Johnson et. al define cooperative learning as students working together to achieve shared learning goals (Johnson et al. 1998). The theory works best when students' learning benefits the group, because the learner must be able to teach his peers what the individual has read and synthesized on his own. The lack of competition benefits the social structure of the environment. The division of labor helps create a balance in autonomy within each group.
Gagne's Conditions of Learning theory suggests there are many different levels of learning. Instruction must be designed around enhancing the particular learning outcomes, identifying five major categories (verbal information, intellectual skills, cognitive strategies, motor skills and attitudes). In order for students to master new skills, they must be given opportunities to practice developing such skills.
Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition, response generation, procedure following, use of terminology, discriminations, concept formation, rule application, and problem solving. The primary significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. Prerequisites are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction.
In addition, the theory outlines nine instructional events and corresponding cognitive processes: (1) gaining attention (reception) (2) informing learners of the objective (expectancy) (3) stimulating recall of prior learning (retrieval) (4) presenting the stimulus (selective perception) (5) providing learning guidance (semantic encoding) (6) eliciting performance (responding) (7) providing feedback (reinforcement) (8) assessing performance (retrieval) (9) enhancing retention and transfer (generalization)
These events should satisfy or provide the necessary conditions for learning and serve as the basis for designing instruction and selecting appropriate media (Gagne, Briggs & Wager, 1992).
Haller, Cynthia R., Gallagher, Victoria J., Weldon, Tracey L., and Felder, Richard M. (2000). Dynamics Of Peer Education in Cooperative Learning Workgroups. J. Engr. Education, 89(3), 285–293.
Johnson, David W., Johnson, Roger T., & Smith, Karl A (1998). Cooperative Learning Returns To College: What Evidence Is There That It Works? Change, July/August 1998, 27-35. Learning Outcomes: Students will work in small groups (no more than 3) to research, explore, discover, analyze and demonstrate how the model of the atom has changed over time, why atoms of the same element have different atomic masses, including an understanding of how scientific processes have led to the current atomic theory.
Step 1 Provide students with base resources to research, view, read and collect information (central ideas, draw conclusions, summarize and paraphrase concepts and processes). Students must dig deeper by finding relevant information, citing evidence from reliable sources. This information will be collected using the jigsaw method (each student is responsible for a divided portion of the overall content) and individual learning is then posted by each group member on a single shared Google doc or wiki. This can be done asynchronously by posting synthesized information to the shared workspace (Google doc or wiki page) and then by discussing and explaining synchronously in the face-to-face environment. All sources must be cited.
NCWiseOwl
Students should find further evidence using reliable research databases and web resources. The teacher should scaffold this process and provide students with directories to search from (ie. Gale, NCWiseOwl, DISCOVER, USA.gov, Popular Science) . Students should gather information, images, video and audio resources that support and provide further information to post and share with group members. This will be the basis for their digital story -- or multimedia project.
Step 2 Students will demonstrate learning by creating a digital story or multimedia project (must include at least two media forms) that identifies the various models of the atom, placing them in chronological order and highlighting the most current and credible theories. (The introductory video for this lesson is a good example of a digital story or representation of learning) The multimedia product each group completes should be considered the group's alternative summative assessment; students should be provided a rubric prior to the start of the project, and the instructor must provide feedback during the process.
Creating Digital Field Guides and Multimedia to Demonstrate Science Learning
Writing Integration information has been gathered from the Common Core State Standards Initiative
Key Ideas:
Writing Integration:
Physical Science -- Atomic Theory and History
SCoS Objectives:
Dalton’s atomic theory
J. J. Thomson’s model of the atom
Rutherford’s gold foil experiment
Bohr’s planetary model
Electron cloud model
Isotopes.
Pedagogical Theories
Structured cooperative learning improves students' understanding of content while students imporve their teamwork and communication skills. Dialogue looping (Haller et. al) allows students to discuss what they are learning, how they are learning, and question what they don't understand. Johnson et. al define cooperative learning as students working together to achieve shared learning goals (Johnson et al. 1998). The theory works best when students' learning benefits the group, because the learner must be able to teach his peers what the individual has read and synthesized on his own. The lack of competition benefits the social structure of the environment. The division of labor helps create a balance in autonomy within each group.
Gagne's Conditions of Learning theory suggests there are many different levels of learning. Instruction must be designed around enhancing the particular learning outcomes, identifying five major categories (verbal information, intellectual skills, cognitive strategies, motor skills and attitudes). In order for students to master new skills, they must be given opportunities to practice developing such skills.
Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition, response generation, procedure following, use of terminology, discriminations, concept formation, rule application, and problem solving. The primary significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. Prerequisites are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction.
In addition, the theory outlines nine instructional events and corresponding cognitive processes:
(1) gaining attention (reception)
(2) informing learners of the objective (expectancy)
(3) stimulating recall of prior learning (retrieval)
(4) presenting the stimulus (selective perception)
(5) providing learning guidance (semantic encoding)
(6) eliciting performance (responding)
(7) providing feedback (reinforcement)
(8) assessing performance (retrieval)
(9) enhancing retention and transfer (generalization)
These events should satisfy or provide the necessary conditions for learning and serve as the basis for designing instruction and selecting appropriate media (Gagne, Briggs & Wager, 1992).
Haller, Cynthia R., Gallagher, Victoria J., Weldon, Tracey L., and Felder, Richard M. (2000). Dynamics Of Peer Education in Cooperative Learning Workgroups. J. Engr. Education, 89(3), 285–293.
Johnson, David W., Johnson, Roger T., & Smith, Karl A (1998). Cooperative Learning Returns To College: What Evidence Is There That It Works? Change, July/August 1998, 27-35.
Learning Outcomes:
Students will work in small groups (no more than 3) to research, explore, discover, analyze and demonstrate how the model of the atom has changed over time, why atoms of the same element have different atomic masses, including an understanding of how scientific processes have led to the current atomic theory.
Step 1 Provide students with base resources to research, view, read and collect information (central ideas, draw conclusions, summarize and paraphrase concepts and processes). Students must dig deeper by finding relevant information, citing evidence from reliable sources. This information will be collected using the jigsaw method (each student is responsible for a divided portion of the overall content) and individual learning is then posted by each group member on a single shared Google doc or wiki. This can be done asynchronously by posting synthesized information to the shared workspace (Google doc or wiki page) and then by discussing and explaining synchronously in the face-to-face environment. All sources must be cited.
Students should find further evidence using reliable research databases and web resources. The teacher should scaffold this process and provide students with directories to search from (ie. Gale, NCWiseOwl, DISCOVER, USA.gov, Popular Science) . Students should gather information, images, video and audio resources that support and provide further information to post and share with group members. This will be the basis for their digital story -- or multimedia project.
Step 2 Students will demonstrate learning by creating a digital story or multimedia project (must include at least two media forms) that identifies the various models of the atom, placing them in chronological order and highlighting the most current and credible theories. (The introductory video for this lesson is a good example of a digital story or representation of learning) The multimedia product each group completes should be considered the group's alternative summative assessment; students should be provided a rubric prior to the start of the project, and the instructor must provide feedback during the process.
Click on the atom for
Student Instructions